GCSE Prospectus
2024 - 2025
Contents
Contents
Introduction
GCSE Subjects
Optional Subjects
Science: Trilogy or Separate
Options Format
Enrichment & Non-Examined Subjects
Careers & Options Guidance
Choosing Your Optional Subjects
GCSE Exam Boards
Art & Design
Business Studies
Computer Science
Design & Technology
Drama
English
GCSE English Language (Pearson
Edexcel)
GCSE English Literature (Pearson
Edexcel)
Geography
History
Food Preparation and Nutrition
Mathematics
Music
Physical Education
Religious Studies
Spanish
The Sciences
GCSE Biology (Separate Science)
GCSE Chemistry (Separate Science)
GCSE Physics (Separate Science)
GCSE Combined Science: Trilogy
Introduction
The Year 9 Options Process is an extremely exciting time because it is your first opportunity to have an element of choice in which subjects you would like to study and to build on your strengths and interests. During your first three years at Hulme, you have been studying 16 subjects, plus PSHE (Physical Social and Health Education). You have been building your knowledge and skills across an extremely broad curriculum. The progression from Key Stage 3 onto GCSE courses represents the first stage in a gradual process of specialisation. From now on, at each stage of your education journey, you shape your curriculum increasing the depth of study in each subject, but reduce the breadth of subjects you study. With this choice you must also ensure that your GCSE courses provide you the opportunity to study a broad, balanced and coherent curriculum. The information and guidance in this GCSE prospectus will help you achieve this aim.
GCSE Subjects
Most students will be expected to study nine GCSE subjects.
Core Subjects
Some of the nine subjects are considered core subjects and are compulsory. The core subjects are: English Language, English Literature, Mathematics and at least two Science GCSEs.
Learning Support
You can select Learning Support as an option if you have been advised to do so. Learning Support lessons will focus on extra Core support in Mathematics, English and Science.
Optional Subjects
Our full list of options subjects is listed below. Full details on every GCSE subject are in a later section of the prospectus. At Hulme, we do not have any specific rules or constraints about which subject you should choose.
You can choose from any of the options subjects. Advice to help you decide on the best set of subjects can be found in a later section of this prospectus.
Art & Design
Business Studies
Computer Science
Design & Technology
Drama
Food Preparation &
Nutrition
Geography
History
Music
Physical Education
Religious Studies
Spanish
Science: Trilogy or Separate Sciences
All students will study Biology, Chemistry and Physics and you have been following the course material for Trilogy Science in Year 9. As a result of your performance in Year 8 and 9 and with strong advice from your Science teachers, you will be guided into either the Combined Science: Trilogy or Separate Science pathway. You can progress to Science A Levels via either the Trilogy or Separate Science route.
Trilogy Science is a course which provides two GCSE grades. These are produced as a combination of the results from the (six) examinations taken in Biology, Chemistry and Physics, with each paper being equally weighted. This is in contrast to studying Separate Sciences, where you get a grade for each individual science. The content covered in Combined Science: Trilogy demands the same depth of understanding to reach a grade 9, but has fewer topics to study. Each Science is taught by different teachers to allow greater specialisation in your work.
Both Trilogy Science and Separate Science will provide you with opportunities to look at scientific topics in the light of current events whilst also exposing you to new contexts for each topic. The structure of the courses is such that all of the main concepts in each science are covered in detail, so any student taking Trilogy Science would be more than capable of pursuing A-Level science qualifications, provided they meet the entry requirements.
Combined Science is an ideal choice for someone who wishes to maintain a wide breadth of study as it frees up an option for another subject, but studying fewer topics can be ideal for someone who struggles with some of the concepts addressed in separate sciences.
Options Format
The following below shows how the core and options subjects combine together to make the nine GCSE subjects for each pupil. It is important to note that taking Combined Science: Trilogy allows four options choices, but if you take Separate Science you only have three options choices.
Subject Number Core/Option
Format if selecting: Combined Science: Trilogy
Format if selecting: Separate Sciences
Subject 1 Core
English Language (1 GCSE)
English Language (1 GCSE)
Subject 2 Core
English Literature (1 GCSE)
English Literature (1 GCSE)
Subject 3 Core
Mathematics (1 GCSE)
Mathematics (1 GCSE)
Subject Number Core/Option
Subject 4 Core
Format if selecting:
Combined Science: Trilogy
Combined Science: Trilogy (2 GCSEs) Biology, Chemistry & Physics
Format if selecting: Separate Sciences
Subject 5 Core
Combined Science: Trilogy (2 GCSEs)
Biology, Chemistry & Physics
Separate Science (3 GCSEs) Biology, Chemistry & Physics
Subject 6
Separate Science (3 GCSEs)
Biology, Chemistry & Physics
ption 1 Separate Science (3 GCSEs)
iology, Chemistry & Physics Subject 7
ption
Subject 8
ption
ption 3
ption 2
Subject 9
ption
Enrichment & Non-Examined Subjects
Hulme provides a broad and coherent education where students excel academically, whilst also developing the knowledge and skills required for life beyond school and prioritising mental health and wellbeing.
Physical Education (non-exam) lessons ensure that every pupil is physically active every week. Each student is encouraged students to experiment with different types of sport in their quest to find their ‘sport for all’.
PSHE (Personal Social Health and Economics) lessons include topics covering Careers, Citizenship, Health, Financial Awareness, RSE and Stress Management.
Enrichment lessons at Hulme offer further opportunities for personal development.
Students in the highest performing set in Mathematics have the opportunity to study the AQA Further Maths GCSE course. Students have the opportunity to take the AQA HPQ (Higher Projects Qualification) which will extend and develop your learning.
The HPQ requires you to carry out research on a topic that you have chosen that isn’t covered by your other qualifications. You then use your research to produce a written report and, in the case of practical projects, an artefact or a production.
Enrichment lessons help to break down traditional subject boundaries and allows students multi-modal assessments including presentations, portfolios, journals and structured project work so that not everything depends on timed exam performance. The ability to learn through MOOCs (Massive Open Online Courses) and virtual work experiences will allow you to develop your passion and knowledge in areas not covered by traditional GCSE specifications.
Enrichment at Hulme means that not only will you work hard to produce excellent GCSE results, but you will be challenged to grow and develop as a person so that you are better prepared to tackle the next stages of life beyond GCSE.
Careers & Options Guidance
A broad range of good GCSE results show that you have wide academic expertise, that you are organised to handle a varied workload and have worked hard over time. University admissions tutors take GCSE performance more seriously than ever, as with the reduction of AS levels, GCSEs are often the only ‘hard’ data when comparing students. You should talk to your subject teachers, your parents, your form staff and pupils already taking GCSE courses, about your choices.
To help you choose your options you will have an individual options guidance interview with a member of the staff. This discussion will cover your career aspirations, what you enjoy, what you are good at and your long term goals.
This is a great opportunity for you to ask any questions you may have about this period of transition and equally for academic staff to offer up-to-date, well-informed advice. If we feel you need more advice and that you may be potentially making unwise choices, we will discuss alternatives with you. You should also take advantage of the careers guidance available within the school. You also have access to careers advice from our Head of Futures, Miss Flett (k.flett@hulmegrammar.org). You can email them to arrange an appointment for a convenient time. Parents can also attend these meetings via Google Meet.
Any general queries about the curriculum or options process can be referred to Mr Jones, Deputy Principal - Academic. Specific queries about subjects can be directed to the relevant Head of Department.
Choosing your Optional Subjects
There are broadly three main things to consider when making your choice of subject:
Enjoyment: If you enjoy learning about a subject, you are more likely to work hard in it and more likely to do well at it.
Career: Whilst your career decisions may well change over time, and you may not have any idea what you want to do, this should be considered. This is the most important if you want to pursue something in a very specific career i.e. something language or artsbased.
Ability: It is always a good idea to choose a subject that you are good at. This will help with enjoyment, career and your success in the future.
Please note that we cannot guarantee to meet all initial preferences, although we will of course do our utmost.
The School also reserves the right to withdraw a course if the demand for it is insufficient.
When you complete the options form please indicate a reserve subject, although in either scenario we would consult pupils and parents about all possible alternatives.
GCSE Examination Boards
here Combined Science: Trilogy
Link to specification
Awarding Body Link to Specification
iGCSE English Literature Edexcel
lick here
Geography Edexcel
lick here
History Edexcel
Mathematics HT: Edexcel FT: OCR
lick here
lick here
lick here Music
Art and Design
Art and Design is a practical and enjoyable GCSE with no written exam. It is completed during lessons in both Years 10 and 11. All work is handed in and marked by mid-May in Year 11, so this GCSE is under your belt before you start the examination period in your other subjects.
If you enjoy thinking for yourself, working to your strengths, being creative and exploring your ideas through experimentation, then you should consider a GCSE in this subject. You will broaden your experience of techniques and processes including new technologies, software and apps.
The value of the Creative Industries in the UK is worth £84.1bn a year and there are many wide ranging career opportunities within this field, such as: web design, art direction, architecture, textile design, film, special effects, gaming, stage set design, product design, advertising, interior design, logo / branding design, magazine layout design, app design, illustration, animation to name but a few.
Ideally, you will be skilful and passionate about your ideas, although if you are willing to follow the help and advice offered you are likely to be very successful.
Individual and personal responses to set themes are encouraged. Your practical skills will develop hugely throughout the course with five hours of study in a two-week period.
You will be guided to work to your own strengths and interests; the range of styles, materials and outcomes possible within Art makes it accessible to everyone.
There are six titles under the umbrellas of Art & Design:
Fine Art Photography
Graphic Communication
Art Craft & Design
3D
Design
Textile Design
You can be entered for any of these six titles. We will begin with a broad course in Art, Craft & Design as this covers all titles. If you are particularly driven to produce work in a specific title, then you will be entered for the relevant title in January of Year 11. Entries are determined by the individual and their own particular strength or preferred style.
Course Content
For All Titles
Component One: Portfolio of Work - 60% of the total mark (complete by Jan in Year 11)
Projects set by teachers for two terms (including one sustained project that realises intentions). 2 terms of project work led by students (summer term Year 10/ Autumn term Year 11).
Must include evidence of drawing activity and written annotation. Your teacher will set projects in Year 10 in order to develop your skills, experience and knowledge of artists and new techniques, processes and materials. An example of a project title could be: Memories, Natural Forms, Other Cultures, Man-Made World, Pattern, Distortion, etc. A visit to Northern Art Galleries in Year 10 boosts the research element in this component. Types of overall activities you will / could be involved with include:
Drawing, Painting & Printmaking, Ceramics, Sculpture & Relief, Photography & Digital Media, Textiles (printed, dyed and constructed), Fashion Illustration, Graphic Design, 3D design, laser cut constructions, etc.
You need to show evidence of learning from other artists’ work, recording ideas, developing ideas, exploring materials, reviewing & evaluating your work, presenting your work in a logical format & producing a skilful outcome.
In the Summer Term of Year 10, you will be encouraged to instigate a project of your own, that you will continue to develop in the Autumn term in Year 11. This will conclude your work for component one.
Component Two: Externally Set Assignment - 40% of the total mark (from Jan - May in Year 11)
Set by AQA
10 hours of unaided work (supervised time over two school days)
For this component, a selection of themes are presented by AQA. Eg: From Above, Landmarks, Groups, In the News, Movement, Recycled, etc. (These are some titles from past exam papers).
For this component, a selection of themes are presented by AQA. Eg: From Above, Landmarks, Groups, In the News, Movement, Recycled, etc. (These are some titles from past exam papers). You select one of the questions as the starting point for your practical work. Prep work begins in January. You research relevant artists, take your own photos, record your ideas and experiment with possible outcomes. You then decide (with advice from your teacher) what your final piece will be before you go into the 10 hour r exam. There is an annual visit to London Galleries to boost the research element in this component.
Click here to see the slideshow presentation to see examples and further detail.
Business Studies
It is unlikely that you will have studied business before taking this course, but that doesn’t matter. You might have an interest in business, and want to start your own business one day. You may have an inquiring mind and be interested in learning about the world around you, how businesses are set up and what it is that makes someone a great entrepreneur.
The course is active and enjoyable. You will need to be good at communicating and explaining your ideas and not be afraid of learning new things and working with numbers to solve business problems.
Even if you do not go on to study Business at A level or university, many jobs you will do in the future will involve working in some kind of commercial organisation.
However, our GCSE Business course (Edexcel 1BSO) could lead to work in a business-related profession such as accountancy, law, marketing, operations management, human resources or a career in ‘the city’ as a trader, banker, stock broker or financial analyst.
Theme One
Investigating Small Business | Paper Code: 1BS0/01
Written examination: 90 minutes
50 per cent of the qualification
90 marks
Theme One comprises five topic areas:
● Topic 1.1 Enterprise and entrepreneurship – students are introduced to the dynamic nature of business in relation to how and why business ideas come about. They also explore the impact of risk and reward on business activity and the role of entrepreneurship.
● Topic 1.2 Spotting a business opportunity – students will explore how new and small businesses identify opportunities through understanding customer needs and conducting market research. They will also focus on understanding the competition.
● Topic 1.3 Putting a business idea into practice – this topic focuses on making a business idea happen through identifying aims and objectives and concentrating on the financial aspects.
● Topic 1.4 Making the business effective – students will explore a range of factors that impact on the success of the business, including location, the marketing mix and the business plan.
● Topic 1.5 Understanding external influences on business – students are introduced to a range of factors, many of which are outside of the immediate control of the business, such as stakeholders, technology, legislation and the economy. Students will explore how businesses respond to these influences.
Theme 2 comprises five topic areas:
Theme Two
Building A Business |Paper Code: 1BS0/02
Written examination: 90 minutes
50 per cent of the qualification 90 marks
● Topic 2.1 Growing the business – students are introduced to methods of growth and how and why business aims and objectives change as businesses evolve. The impact of globalisation and the ethical and environmental questions facing businesses are explored.
● Topic 2.2 Making marketing decisions – students will explore how each element of the marketing mix is managed and used to inform and make business decisions in a competitive marketplace.
● Topic 2.3 Making operational decisions – this topic focuses on meeting customer needs through the design, supply, quality and sales decisions a business makes.
● Topic 2.4 Making financial decisions – students will explore the tools a business has to support financial decision making, including ratio analysis and the use and limitation of a range of financial information.
● Topic 2.5 Making human resource decisions – growing a business means that decisions relating to organisational structure, recruitment, training and motivation need to be made to influence business activity.
Both exam papers will consist of calculations, multiple-choice, short-answer and extended-writing questions and are sat at the end of the two year course.
Computer Science
Computing is of enormous importance to the economy, and the role of Computer Science as a discipline in itself and as an 'underpinning' subject across Science and Engineering is growing rapidly. Computer technology continues to advance rapidly and the way that technology is consumed has also been changing at a fast pace. The growth in the use of mobile devices and web-related technologies has exploded. Businesses today require an ever-increasing number of technologically-aware individuals.
Course Content
Component 01: Computer Systems
In this first unit you will learn about Systems architecture, Memory and storage, Computer networks, connections and protocols and Network security. As well as hardware you will also study systems software, the ethical, legal, cultural and environmental impacts of digital technology.
Component 02: Computational Thinking, Algorithms And Programming
In this unit you will learn about the theory of creating computer programs. In this new specification there is NO REQUIREMENT to know the syntax of a particular programming language. You will learn how to create Algorithms and Programming fundamentals such as functions and procedures. You will learn how to create secure and robust programs. Boolean logic is introduced and how an IDE can be used to create programs.
Practical Programming
The specification requires that you carry out at least 20 hours of practical coding, we will do well over this over the two years of the course, we will use python to explore the ideas that are covered in a theory module, for example we will code using all of the programming structures.
Paper 1 - Computer Systemstheoretical knowledge of computer science.
Paper 2 - Computational Thinking
& Programming - assesses theoretical knowledge of programming and problem solving.
Written exam set in practical
based scenarios: 1 hour 30 minutes
80 marks
50 per cent of GCSE
A mix of multiple choice, short answer and longer answer questions.
Written exam: 1 hour 30 minutes
80 marks
50 per cent of GCSE
A mix of multiple choice, short answer, longer answer and extended response questions assessing a student’s theoretical knowledge.
Design & Technology
GCSE Design and Technology students design and create objects that have practical use, using a variety of techniques. Do you enjoy developing your own ideas? Design and Technology is purposeful, as well as fun and exciting! Studying this GCSE builds upon what you have learned about designing and manufacturing throughout Key Stage 3. You will use your knowledge and skills to design and make new and better solutions to real and relevant problems, considering your own and others’ needs, wants and values.
GCSE Design and Technology requires you to study all types of material categories for the written exam. During the two-year course, you will also produce a design portfolio and prototype/s. Students can either use a combination of materials or concentrate on just one specific material type, techniques and processes from papers and boards, timber, plastics and textile materials.
During Year 10 you will continue to build a range of skills and gain knowledge of all the material areas to develop techniques taught through short, project-based tasks. You do not need to be good at drawing, as you can use computer-aided design (CAD) programmes as a tool to communicate your design intentions effectively using design apps on your Chromebook or via industry-standard software installed in our design IT suite. Computer-aided manufacturing (CAM) is encouraged – for example 3D Printing, laser cutting, CNC embroidery, through mini-practical projects.
In Year 11, the main focus will be the design portfolio in your chosen material area (Non-Examined Assessment worth 50% overall), although theoretical aspects of all material areas will continue to be taught. Students who are able to display independence, initiative and enjoy making are likely to thrive during this unit.
Unit 1
Written Examination 2 hours – 50 per cent of GCSE which covers Core Materials and Specialist Technical Principles in your chosen material area. This GCSE contains just one written examination.
Unit 2
Design and Making Principles Non-Exam Assessment (Design Portfolio) - 50 per cent of GCSE: consists of a single design and making of a prototype taking approximately 30-35 hours to complete from a range of exam board set contexts. This unit is internally assessed by the teacher and externally moderated.
You will gain a real understanding of what it means to be a designer alongside in-depth knowledge and skills to progress to A level. A high proportion of Design and Technology students pursue further education courses and careers in a wide range of careers from research and development, teaching and technical roles, creative, engineering and manufacturing industries.
It is also excellent preparation for careers in many other fields e.g. journalism, medicine, law and computer science. Whatever career you choose, the knowledge and skills you learn, will prepare you to participate confidently and successfully in an increasingly technological world.
Why Design & Technology? Click here to watch
Drama
Drama offers students the opportunity to explore a range of creative as well as critical thinking skills while engaging and encouraging them to become imaginative and confident performers and designers. It implements and instils key skills applicable to a variety of careers as you learn to present yourself in public, with confidence. You will also learn to collaborate, communicate and negotiate with others, think analytically and evaluate effectively. You will pursue your own ideas, reflect and refine your efforts. Whatever the future holds, you will emerge with a toolkit of transferable skills, applicable both in further studies and in the workplace.
The subject content is divided into three components:
Understanding Drama - Written examination
Devising Drama - Perform your own play and submit a devising log - Non-Examined Assessment
Texts in Practice - Perform two extracts from a script for a visiting examiner
In the practical components, students may specialise in performing, lighting, sound, set, costume or puppetry. Whilst many of the lessons focus on the practical elements of this course, the building up of a lively portfolio full of inspiration, ideas, collaboration and experimentation and finally evaluation, is also a central part of the course. Students also practise essay writing skills in preparation for the written examination.
Assessment
Component 1: Written Exam (40%) Completed at the end of Year 11.
Component 1 consists of a written paper – an open book exam of 1 hour and 45 minutes:
Section A: Multiple choice questions on Drama terminology and roles in the theatre (4 marks).
Section B: Four questions on a given extract from a set play (44 marks).
Section C: One question (from a choice) which reviews the work of theatre makers in a single live theatre production (32 marks).
Component 2 (40 per cent) consists of creating and performing devised drama (students may choose to contribute as a performer or a designer). Students will analyse and evaluate their own work with the creation and development of a devising log. This is completed by the end of Year 10.
Component 3 (20 per cent) consists of a performance of two extracts from one play. Students may choose both extracts and may contribute as a performer or a designer. This is completed by the end of Year 11.
Future Careers: Law, Politics, Social Work, TV and radio presenting, teaching, directing, acting, writing, journalism, arts administration, backstage theatre technicians or designers. Many transferable skills are used in other careers including medical professions and social media/computer science.
English
English at GCSE builds on the creative and critical skills explored in lower school. Through the balance of examined and NEA content, pupils will develop the transferable cognitive and intrapersonal skills needed for success at iGCSE and beyond.
These skills are crucial in developing independent and creative thinkers who can communicate articulately and cohesively, whilst demonstrating empathy and understanding. A wide variety of opportunities for using spoken and written English in real and imagined situations are explored.. All pupils are prepared for the Pearson Edexcel International GCSE in English Language A and Literature.
These courses are taught as an integrated whole, leading to two separate iGCSE qualifications: English Language and English Literature. International GCSE qualifications, like GCSE qualifications, enable successful progression onto A Level courses and beyond.
English Language
A: 4EA1 (Pearson Edexcel)
Component 1: External examination: Non-Fiction Texts & Transactional Writing
What’s assessed:
Section A: Reading (30%) 45 marks
A mixture of short- and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology (open book) and one previously unseen extract.
Section B: Writing (30%) 45 marks
One 45-mark writing task, from a choice of two involving a given audience, form or purpose.
How it's assessed:
60% of iGCSE International GCSE
Written exam: 2 hours 15 mins
90 marks
International GCSE
English Language
A: 4EA1 (Pearson Edexcel)
Component 3: Non-examined assessment (coursework): Poetry & Prose texts and Imaginative Writing
What’s assessed:
Assignment A: Reading (20%) 30 marks
An essay, exploring THREE texts from Part 2 of the Pearson Edexcel International GCSE English
Anthology. At least one poetry and one prose must be explored.
Assignment B: Writing (20%) 30 marks
One imaginative writing task to narrate and/or describe and/or entertain
How it's assessed:
Internally assessed and externally moderated NEA (non-examined assessment)
60 marks
40% of iGCSE
International GCSE
English Literature
A: 4ET1 (Pearson Edexcel)
The International GCSE in English Literature qualification is designed to engage pupils in a diverse range of dynamic texts which builds on our work in lower school. Pupils study a range of drama, prose, poetry and non-fiction texts for one external examination taken at the end of the course, and two NEA assignments completed during the first year of study. This balance provides pupils with the opportunity to develop intrapersonal skills in decision-making, self regulation and editing, as well as in exam technique.
Component 1: External examination: Poetry and Modern Prose
What’s assessed:
Section A: Unseen Poetry (13%) 20 marks
One essay question exploring the meaning and effects created in an unseen poem. The poem will be reproduced in the question paper
Section B: Anthology Poetry (20%) 30 marks
One essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology. Open book.
Section C: Modern Prose (27%) 40 marks
One essay question from a choice of two on the set text, Of Mice & Men. Closed book.
How it's assessed:
Written exam with three sections: 2 poetry, 1 prose. Poetry is open book; prose is closed book. 90 marks and 60% of iGCSE
English Literature International GCSE
A: 4ET1 (Pearson Edexcel)
Component 3: Non-examined assessment (coursework): Modern Drama and Literary Heritage Texts
What’s assessed:
Assignment A: 30 marks (20%)
Modern Drama: an essay on An Inspector Calls or A View from the Bridge
Assignment B: 30 marks (20%)
Literary Heritage: an essay on Macbeth or Great Expectations
How it's assessed:
Internally assessed and externally moderated NEA (non-examined assessment)
60 marks and 40% of iGCSE
NEA Set Texts:
Modern Drama: either An Inspector Calls or A View from the Bridge
Literary Heritage: either Macbeth or Great Expectations
*Part 3 Anthology Contents:
NEA Set Texts:
Modern Prose: Of Mice & Men (closed book)
Part 3 of the Edexcel iGCSE Anthology* (open book)
If , Rudyard Kipling; Prayer Before Birth, Louis MacNeice; Blessing, Imtiaz Dharker; Search For My Tongue, Sujata Bhatt; Half-past Two, U A Fanthorpe; Piano, D H Lawrence; Hide and Seek, Vernon Scannell; Sonnet 116, William Shakespeare; La Belle Dame sans Merci, John Keats; Poem at Thirty-Nine, Alice Walker; War Photographer, Carol Ann Duffy; The Tyger, William Blake; My Last Duchess, Robert Browning; Half-caste, John Agard; Do not go gentle into that good night, Dylan Thomas; Remember, Christina Rossetti. (16 poems)
Further Mathematics
This qualification is only available to learners in the highest-performing mathematics set. The Further Mathematics GCSE course aims to stretch the highest-achieving students by assessing their higher-order mathematical skills, particularly in algebraic reasoning, in greater depth. This prepares them for further studies at Level 3, while also maximising their potential. It offers the opportunity for stretch and challenge that builds on the Key Stage 4 curriculum and is intended as an additional qualification to the GCSE Mathematics, rather than as a replacement.
The content assumes prior knowledge of the Key Stage 4 Programme of Study and covers the areas of algebra and geometry, which are crucial to further study in the subject, in greater depth and breadth. This qualification places an emphasis on higherorder technical proficiency, rigorous argument and problem-solving skills.
It also gives an introduction to calculus and matrices and develops further skills in trigonometry, functions and graphs.
The AQA Level 2 Certificate in Further Mathematics is an untiered Level 2 linear qualification for learners who: either already have, or are expected to achieve, grades 7, 8 and 9 in GCSE mathematics are likely to progress to A-Level study in Mathematics and possibly Further Mathematics.
Subject Content
The topics covered in Mathematics are covered by these content headings:
Number
Algebra
Coordinate Geometry (2 dimensions only)
Assessment
Calculus
Matrix Transformations
Geometry
This involves two equally-weighted written examination papers of 1 hour and 45 minutes long; paper one is non-calculator and paper two requires a calculator.
There is a mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper. Each paper will also cover both assessment objectives which are:
AO1: Recall and use knowledge of the prescribed content for routine and multi-step procedures
AO2: Apply mathematical reasoning, skills and knowledge to solve mathematical problems including rigorous justification and formal proof.
Geography
Geography is a very popular subject. We follow the Edexcel B Geography syllabus because the students enjoy its contemporary, enquiry-based approach. This fits in with our aim of creating skilled and successful Geographers with a fascination about how the world works, the challenges it faces and their place within it.
There is a greater focus on the Geography of the UK, the use of Geographical skills, and more emphasis on fieldwork, with students undertaking fieldwork in two contrasting locations over two days. The course content is academically rigorous and requires the robust application of Geographical knowledge. Higher-level command terms such as assess, discuss and evaluate will stretch and challenge the students, especially in Paper 3 where students will make an informed Geographical judgement in a real-life context.
Geography develops a wide range of transferable skills and competencies, one reason why the Russell Group of universities recognise Geography as a facilitating subject. Geographers are also prized by employers, with Geography graduates experiencing some of the lowest unemployment rates. The number of students studying Geography at GCSE, A level and university is rising. In a world that increasingly values people with the skills to work across the physical and social sciences, Geography is the subject of modern times.
Paper 1 | Global Geographical Issues | 1 hour 30 mins - 37.5%
1] Hazardous Earth:
The global atmospheric circulation system
Extreme weather hazards (tropical cyclones)
Tectonic hazards (volcanoes and earthquakes)
2] Development Dynamics:
The scale of global inequality
Study of development in an emerging country (India)
3] The Challenges of an Urbanising World:
The causes and challenges of urbanisation
Study of a megacity in a developing/emerging country (Mumbai)
2 | UK Geographical Issues |
4] The UK’s evolving physical landscape: Coastal change and conflict/river processes and pressures
5] The UK’s evolving human landscape: Dynamic urban areas / changing rural areas
6] Geographical Investigations:
Two pieces of fieldwork undertaken, one from topic four (physical) and one from topic five (human)
3 | People and the Environment
7] People and the biosphere
8] Forests under threat
9] Consuming energy resources
This paper tests synopticity and investigates people-environment issues on a global scale. Candidates will be required to make a Geographical decision in a real life context.
Higher Project Qualification (Enrichment Curriculum)
The Level 2 Higher Projects Qualification is offered as part of our enrichment curriculum. The HPQ challenges students to extend and develop beyond the material being covered in class and explore their passion for a subject. It helps our students discover the joys of independent learning, take responsibility for their studies and develop new life and study skills.
The Higher Projects Qualification requires students to carry out research on a topic of their choice, that isn't covered by their other GCSE qualifications. They then use this research to produce a written report and, in the case of practical projects, an artefact or a production.
A student can take inspiration from something studied in class or something completely unrelated to their studies. Projects are overseen by project supervisors who guide students through the process.
Learning outcomes From the HPQ
Students undertaking the HPQ will: identify, design and complete an individual project, applying a range of organisational skills and strategies to meet agreed objectives
Obtain, critically select and use information from a range of sources. Analyse data, apply it relevantly and demonstrate an understanding of any appropriate linkages, connections and complexities of the topic
Select and use a range of skills, solve problems, take decisions critically, creatively and flexibly, to achieve planned outcomes
Evaluate outcomes both in relation to agreed objectives and own learning and performance. Select and use a range of communication skills and media to present evidenced outcomes and conclusions in an appropriate format.
Students completing the HPQ are expected to undertake 30 hours of independent work in addition to the taught element. Note that the HPQ is marked on the letters grading scale: A* , A, B and C.
History
History has always been an exciting and enriching subject to study, and a curiosity about the past is a basic human need.
Understanding the past gives a fuller appreciation of present-day political, military, social, economic, religious, scientific and cultural developments in Europe and the wider world. Consider the impact of the discovery of anaesthetics, antiseptics and blood groups for modern surgery; why was the NHS set up in 1948 and what problems remain today as the service and funding continue to be stretched?
How close was the world to nuclear Armageddon in the years after the Second World War?
In the four hundred years after the death of William Shakespeare what influence and legacy did he leave on the modern world?
How is Hitler’s persecution of minorities in Germany in the 1930’s still relevant in Europe eighty years later? The GCSE course also develops a number of important skills.
Skills to develop
Use information effectively – this can help shed light on a particular problem or issue confronting an organisation or individual.
Weigh conflicting factors carefully before taking critical decisions.
Be analytical and critical when considering information presented to you.
Understand how and why humans behaved as they did - and may behave in similar circumstances again. This can be vital in relations with the most complex factor in any job – your colleagues!
Learn the arts of oral debate and expressing a clear personal point of viewinvaluable skills at job or university interviews.
Develop research skills to prepare assignments.
These skills are very useful in work, study and life, are very marketable and are highly sought after by employers, leading to individuals who are independent thinkers, openminded, disciplined, good at problem solving and who are able to pick out the essential from the trivial.
Course Content
The course builds upon the content of the KS3 curriculum and prepares pupils for the study of History at A level and beyond. The course taught is Edexcel GCSE (9-1)
History and compromises of five elements, which cover a range of interesting, relevant and thought-provoking content ranging from the Middle Ages through to the Modern World and covering aspects of political, military, social, economic, religious and cultural history of England, Britain, Europe and the wider world.
Medicine in Britain, c1250 – present
The British Sector of the Western Front, 1914-18; injuries, treatment and the trenches
Superpower relations and the Cold War, 1941-91
Early Elizabethan England, 1558-88
Weimar and Nazi Germany, 1918-39
Assessment
Written Exam Paper 1:
Medicine thematic study and Historic Environment of the Trenches
1hr 15m (30% of the total marks)
Written exam paper 2:
Cold War Period Study and Elizabethan England Depth Study
1hr 45m (40% of the total marks)
Written exam paper 3:
Weimar and Nazi Germany Modern Depth Study
1hr 20m (30% of the total marks)
There is no coursework or controlled assessment.
History is a very popular subject at GCSE and in the Sixth Form with many students going to university to study History, Law and associated subjects. In 2022, 60% of students in years 10 & 11 are studying History.
Food Preparation and Nutrition
The Food Preparation and Nutrition GCSE is an ideal combination of practical and theory work! It is ideal for those students who enjoy the ‘hands-on’ aspect of this subject.
In today’s society, where there is a strong link between diet and health, this course provides an ideal opportunity to study the various sources of advice related to this topic.
Course
Content
Food, nutrition and health
Food science
Food safety
Food choice
Food provenance
Assessment
One exam paper, worth 100 marks; the first 20 questions are multiple choice.
Non-exam assessment (NEA) (50%)
What’s assessed?
Task 1: Food investigation
Students’ understanding of the working characteristics, functional and chemical properties of ingredients.
Practical investigations are a compulsory element of this NEA task.
Task 2: Food preparation assessment
Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, and presentation of food and application of nutrition related to the chosen task.
Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
How is it assessed?
Task 1:
Written or electronic report (1,500-2,000 words) including photographic evidence of the practical investigation.
Task 2:
Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.
Mathematics
GCSE Mathematics should provide a broad mathematical education for all pupils. It consolidates and extends their understanding of basic mathematical knowledge and skills needed in everyday life.
Pupils are encouraged to make connections between different areas of mathematics and its application in the world around them. Mathematics is increasingly essential in a variety of subjects and careers. Therefore GCSE Mathematics will also provide a sound foundation for those who wish to undertake further study of mathematics, the sciences and social sciences. It is therefore also a very popular subject at A level for our pupils each year.
The aims and objectives of the Mathematics GCSE are to enable students to:
Develop fluent knowledge, skills and understanding of mathematical methods and concepts
Acquire, select and apply mathematical techniques to solve problems
Reason mathematically, make deductions and inferences, and draw conclusions
Comprehend, interpret and communicate mathematical information in a variety of forms
Appropriate to the information and context.
Course Content
The topics covered in Mathematics are covered by these content headings:
Number
Algebra
Ratio, Proportion and Rates of change
Geometry and Measures
Probability Statistics
Assessment
All pupils will follow a linear GCSE course during Years 10 and 11. The course will be examined at either Higher or Foundation tier at the end of Year 11.
This involves three equally-weighted written examination papers of 1 hour and 30 minutes long; one non-calculator paper and two calculator papers for the Higher or Foundation tier examinations.
The content covered for Higher and Foundation tiers will be assessed across all 3 papers. Some questions will be set in both mathematical and non-mathematical contexts.
Each paper will also cover all assessment objectives which are:
A01 Be able to use and apply standard techniques
A02 Be able to reason, interpret and communicate mathematically.
A03 Be able to solve problems within Mathematics and in other contexts.
Music
GCSE Music engages students with a rich and rewarding musical experience, equipping learners with breadth and depth of knowledge as well as exposing them to a diverse musical heritage. Throughout the course students will: learn to perform, compose and appreciate different types of music develop critical and creative thinking expand their cultural, aesthetic and emotional awareness enhance their ability to make music individually and as part of a group
Course Content
Component 1 - Performing (30%)
Candidates must perform their own choice of at least one solo and one ensemble piece, which together must total a minimum of four minutes of music.
Component 2 – Composing (30%)
Candidates must compose two pieces which together total at least three minutes of music. One composition is to a brief set by the exam board and the other is to a brief set by the candidate themselves.
Component 3 – Appraising (40%)
Candidates follow four Areas of Study, each of which includes two set works. These pieces will engage students with stimulating music drawn from a wide palette of genres, including popular music, film music, musical theatre, music from the Western Classical tradition, African music and Latin jazz. In addition to the set works students will be expected to listen to a broad selection of music not specified by the board but related to the Areas of Study.
Assessment
Performing – solo and ensemble performances are internally marked and externally moderated towards the end of the course. Recordings must be submitted to the exam board by 15 May in the academic year in which the student expects to sit the exam. Students will have several rehearsals and performing opportunities throughout the course so that their continuing musical development can be monitored and supported.
Composing – both compositions are internally marked and externally moderated, and submitted by 15 May in the academic year in which the student expects to sit the exam. The composition brief set by the exam board will be released at the beginning of the second year of study. Students must complete a minimum of five hours composing each piece in a classroom setting under teacher supervision.
Appraising – this is a written exam lasting 1 hour and 45 minutes, taken at the end of the second year of study. The paper is made up of two sections and will include questions related to the set works as well as questions on unfamiliar (but related) music. A CD with the music extracts will be played to all students at the same time and will repeat the extracts a number of times. The written exam assesses the student’s knowledge of the musical elements, contexts and language of the set works, and also seeks to test the student’s skills at comparison and evaluation.
Physical Education
GCSE Physical Education is an ideal subject for pupils who already enjoy the physical side of sport and PE, and who wish to develop their knowledge and understanding of the subject further, as well as how to improve their performance.
The lessons will be a mixture of classroom-based theory and practical sessions in a range of sports and training activities. We try to deliver the theory in a practical manner wherever possible, as we believe sporting pupils learn best in that environment. Pupils must be fully committed to participating in all activities.
Pupils would need to be performing at ‘school level’ in at least two sports that are on the syllabus. It is also possible to be assessed in activities which are on the syllabus that are not provided by school, but this may require some commitment from the student and family to film this and supply the footage to the PE department.
Course Content
1. Practical Activities (30% of total GCSE)
Pupils are required to perform three sports, one of which must be a team sport, one must be an individual sport and the third can be either a team or individual sport. The choice of activities are as follows;
Team Sports
Acrobatic gymnastics, Association football, Badminton, Basketball, Camogie, Cricket, Dance, Figure skating, Futsal, Gaelic football, Handball, Hockey, Hurling, Ice hockey, Inline hockey, Lacrosse, Netball, Rowing, Rugby, Sailing, Sculling, Squash, Table tennis, Tennis, Volleyball, Water polo.
Individual Sports
Amateur boxing, Athletics, Badminton, Canoeing/Kayaking, Cycling, Dance, Diving, Equestrian, Figure skating, Golf, Gymnastics (artistic), Rock climbing, Rowing, Sailing, Sculling, Skiing, Snowboarding, Squash, Swimming, Table tennis, Tennis, Trampolining, Windsurfing.
2. Analysis of Performance (10% of total GCSE)
Pupils will be expected to write an analysis of their own performance in one of their assessed activities. This will be completed with support in school and at home over the two years of the course.
3. Written Exam Paper 1 (30% of total GCSE)
The human body and movement in physical activity and sport. This will study the following areas; Applied anatomy and physiology, movement analysis, Physical training and Use of data.
4. Written Exam Paper 2 (30%) of total GCSE)
Socio-cultural influences and well-being in physical activity and sport
This will study the following areas; Sports psychology, socio-cultural influences, Health fitness and well being, and Use of data.
Both exams are made up of a mixture of multiple choice, short answer and extended answer questions.
Religious Studies
Religious Studies is for pupils who want to think deeply about the most fundamental issues that face human beings: philosophical issues such as whether God exists; why there is suffering in the world; moral issues like abortion and euthanasia; and how we should punish criminals. If you choose this course you will need to be ready to give your own opinions as well as studying what some great thinkers have concluded about such ultimate questions.
Course Content
The GCSE in Religious Studies involves two parts:
Part 1: a study of two religions: their beliefs and practices.
Part 2: a study of ethical and philosophical questions concerning the modern world.
Part 1 (50%) of the syllabus involves learning about the philosophical basis for the beliefs and practices of two major world religions. The two religions which we will study are Christianity and Islam. However, there is considerable flexibility in this syllabus which means it will be possible for pupils from a particular faith background to choose this course and answer questions about their own faith. Pupils wishing to do this will need to have demonstrated throughout Year 9 that they are capable of studying independently really effectively.
Part 2 (50%) of the syllabus is based on four major philosophical and ethical themes that are important and relevant in the modern world:
Religion and life: the origins of the universe and life on earth, the value of life on earth and the environment, questions concerning the origins and value of human life (abortion and euthanasia).
The existence of God and revelation: various arguments for and against the existence of God, the possibility of religious experience and revelation.
Religion, crime and punishment: the causes of crime, the aims of punishment, arguments for and against the death penalty and views about whether forgiveness is ever really possible.
These themes will be studied from the perspective of various religious and non-religious viewpoints.
Assessment
This course is examined at the end of Year 11.
The course is 100% examination-based: there is no coursework or controlled assessment. There are two examination papers, one on each of the two parts of the course mentioned above. Each paper lasts 1 hour and 45 minutes.
The questions on each paper start with short-answer responses and build towards longer evaluative answers.
Spanish
Spanish is the third most widely spoken mother tongue in the world, with over 430 million native speakers. It is spoken in Spain and over 20 countries in South and Central America. Spanish is the language of one of the largest cities on earth: Mexico City.
With an ever-increasing presence in the global market, emerging economies in the Americas mean that the chance of work and business opportunities from Spanish knowledge (whether working directly for or dealing with such companies) is increasing. For example, Mexico is seen as one of the fastest growing countries in the world, with a booming consumer market – knowledge of Spanish is essential to ‘tap in’ and access this market.
The vast range of countries that speak Spanish makes an understanding of the language very useful for those who want to travel and experience such countries. Knowing the local language can greatly enhance one ’ s experience, allowing a greater understanding and appreciation of culture, history and the physical environment. Spanish has emerged as the most important language for the UK in an analysis made by the British Council.
Spain is the most popular holiday destination for the British: over 16 million Britons spend their holidays in Spain each year. Furthermore Spanish is one of the six official languages of the United Nations and the third most widely used language on the Internet.
Course
Content
Content is organised into five themes, each one is broken down into topics and subtopics.
The five themes are:
Identity and culture
Local area, holiday and travel
School
Future aspirations, study and work
International and global dimension
Assessment Unit 1: Spanish Listening
Using audio material provided by the examination board.
Unit 2: Spanish Reading
Students’ comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English or Spanish. There is a short section of translation from Spanish into English.
Unit 3: Spanish Speaking
Students complete three tasks.
Task 1 – a role play based on one topic.
Task 2 – a task containing a picture and questions drawn from one topic.
Task 3 – conversation based on two themes. The first theme is based on the topic chosen by the student in advance of the assessment. The second theme is selected by the teacher from a choice of two themes allocated by the exam board.
Unit 4: Spanish Writing
The paper consists of two questions and one translation from English into Spanish.
Science
Biology | Chemistry | Physics
The GCSE science specifications are organised into a series of units.
At Hulme, Year 10-11 students study either the three Separate GCSE courses in Biology, Chemistry and Physics or Combined Science: Trilogy that covers aspects of all three sciences, which results in two GCSEs.
Alongside the theory there is a practical element of eight to ten required practicals in each of Biology, Chemistry and Physics, and 21 Required practicals in the Combined Science that must be completed over the GCSE course.
Course content Cell Biology 1. Organisation
Infection and response 3. Bioenergetics 4. Homeostasis and response 5. Inheritance, variation and evolution 6. Ecology 7.
Paper 1
Topics 1-4: Cell biology, Organisation; Infection and response and Bioenergetics.
Written exam: 1 hour 45 minutes; Foundation and Higher Tier.
100 marks; 50% of GCSE; Multiple choice, structured, closed short answer and open response.
Paper 2
Topics 5-7: Homeostasis and response; Inheritance, variation and evolution and Ecology.
Written exam: 1 hour 45 minutes; Foundation and Higher Tier
100 marks; 50% of GCSE; Multiple choice, structured, closed short answer and open response.
Paper 1
Topic 1-5: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes and Energy changes.
Written exam: 1 hour 45 minutes; Foundation and Higher Tier.
100 marks; 50% of GCSE; Multiple choice, structured, closed short answer and open response.
Paper 2
Topics 6-10: The rate and extent of chemical change; Organic chemistry; Chemistry analysis, Chemistry of the atmosphere and Using resources.
Written exam: 1 hour 45 minutes; Foundation and Higher Tier.
100 marks; 50% of GCSE; Multiple choice; structured, closed short answer and open response.
Chemistry Separate Science
Course content
1. Bonding, structure, and the properties of matter
Atomic structure and the periodic table
2. Quantitative chemistry
3. Chemical changes 4. Energy changes 5. The rate and extent of chemical change 6. Organic chemistry 7. Chemical analysis 8. Chemistry of the atmosphere 9. Using resources 10.
Course content Energy 1. Electricity 2. Particle model of matter
3. Atomic structure
4. Forces 5. Waves 6. Magnetism and electromagnetism
Paper 1
Topics 1-4: Energy; Electricity; Particle model of matter; and Atomic structure.
Written exam: 1 hour 45 minutes, Foundation and Higher Tier.
100 marks; 50% of GCSE; Multiple choice, structured, closed short answer and open response.
Paper 2
8.
7. Space physics
Topics 5-8 Forces, Waves, Magnetism and electromagnetism, and Space physics.
Written exam: 1 hour 45 minutes; Foundation and Higher Tier.
100 marks; 50% of GCSE; Multiple choice, structured, closed short answer and open response.
Biology
Cell biology
Organisation
Infection and response
Bioenergetics
Homeostasis and response
Inheritance, variation and evolution
Ecology
Chemistry
Combined Science Trilogy
Physics
Atomic structure and the periodic table
Bonding, structure, and the properties of matter
Quantitative chemistry
Chemical changes
Energy changes
The rate and extent of chemical change
Organic chemistry
Chemical analysis
Chemistry of the atmosphere
Using resources
Energy
Electricity
Particle model of matter
Atomic structure
Forces
Waves
Magnetism and electromagnetism
Assessment of Combined Science Trilogy follows the same pattern and style as the
Separate Science papers, with the same topics included in each; so 2 papers per science. Each is, however, a shorter paper (1 hour 15 minutes, compared to 1 hour 45 minutes), with fewer questions and marks (70 compared to 100).